English teachers' reflective teaching mode 1
The students in my class have a general English foundation and study habits, which greatly affects the study habits of junior high school English. In teaching practice, I try my best to help students learn to learn and learn to learn, so as to stimulate and maintain learning motivation, cultivate students' self-study potential, cultivate good study habits, take optimizing classroom teaching as the main channel of education, create English usage scenarios for students as much as possible, and guide students to use languages attentively, in learning and in middle school.
First, strengthen the use of communication in classroom teaching
(1) a few minutes of conversation. Arrange a few minutes of conversation time in each class, so that students can talk freely in English, and allow students to imitate the texts and materials to increase or decrease appropriately and play freely. When it's the poor students' turn to speak, encourage them to practice boldly, praise and affirm if there is a little progress, and enhance their self-confidence.
⑵ Pay attention to language sense teaching. Strengthen listening and speaking training, strive to keep sight, listen and speak in sync, and cultivate interest in English learning. The new words, sentence patterns and articles in each text are good materials for reading aloud. We should pay attention to creating situations so that students can understand that the stress of different sentences has different language senses and shows different language psychology.
(3) The use of dialogue, the protagonist's performance. According to the text materials, teach one situational sentence pattern at a time, and let the students perform on the podium with what they have learned that day. The whole classroom is an ocean of joy. In a warm atmosphere, students learn and use the words and sentence patterns they have learned, which improves the potential of language communication.
Second, pay close attention to the foundation and ability.
On the one hand, it highlights the key points of knowledge, pays close attention to the foundation, on the other hand, it faces all students, pays attention to capacity, and usually pays attention to understanding and analyzing the specific actual situation of each student. In the classroom, let every student participate in learning activities, set up different scenarios, and teach in scenarios, so that students can learn knowledge unconsciously and make teaching move towards expectations.
Third, review the past and learn the new, and overcome forgetfulness.
Pay attention to reviewing old knowledge frequently in class, so that students can practice repeatedly, thus successfully completing their learning goals. The specific method is: study-review-review again. Review should be systematic, targeted and comprehensive. Practice new sentence patterns or learn new words with previously learned words.
Fourth, consolidate the classroom and pay attention to feedback.
In teaching, we should think about how to give full play to students' main role. Therefore, after a period of learning activities, students should be induced to analyze themselves, and then teachers should give priority to encouraging and praising students, help them enthusiastically, deal with feedback information in time, consolidate in class, and guide students to analyze some error-prone places, such as the change of person, the change of predicate verb form and the similarities and differences of some idioms, so that students can gain something.
Fifth, pay attention to cultivating the potential of self-study.
Teaching is for students to "learn" and also for students to "learn". Therefore, I attach importance to the guidance of students' extracurricular study and help them develop good study habits and self-study potential.
(1) lead the students to listen to the recording of the text, strengthen the listening training, and let the students imitate the authentic British and American pronunciation and intonation.
(2) Guide students to make long-term plans and short-term arrangements for English learning, and insist on previewing before class every day.
(3) Do a good job in extracurricular reading, and give some extracurricular reading materials to some students with self-study potential, so as to expand their indicating horizons.
(4) Emphasize the independent completion of homework and cultivate students' will to overcome difficulties. Help students realize that doing homework is actually a process of using old and new knowledge, and they must form the habit of consciously and independently completing homework.
5. Cultivate students to listen carefully and use English thinking and understanding initially.
(6) Cultivate observation and memory from the aspects of sound, form and meaning, and lay a good foundation for pronunciation.
Once, remember words and grammar knowledge by associative comparison and inductive deduction.
English Teachers' Reflection on Teaching Mode 2
Finish the teaching task best within the planned time and receive the benefit of "less input, more output".
In the course of the experiment, combined with the characteristics of the textbook, it is emphasized that teachers should grasp the teaching requirements of the textbook as a whole, grasp each unit well, treat and treat each class differently, and ask teachers to design the teaching content, try their best to transform the teaching content into lively language communication scenarios, so that students can participate in real language practice with great interest under real language conditions, so as to ensure the integrity and systematicness of teaching work and strive to achieve the optimization of classroom teaching.
Do the best control of teaching emotions and adopt "appreciation education" to form the strategic goal of students' effective learning. During the experiment, we gradually formed a set of systematic methods to help students learn effectively according to the teaching materials and the goals to be achieved in learning and teaching.
For example, the combination of creating scenes and stimulating feelings; The combination of understanding students and cultivating students; Combining unified requirements with individual treatment; The research of teaching method is combined with the guidance of learning method. In the teaching process, teachers are required to carefully design the teaching content, try their best to turn the teaching materials into lively language communication situations, and let students participate in language practice with great interest. At the same time, we also emphasize that teachers should attach importance to the emotional communication between teachers and students in the teaching process, and strive to stimulate students' emotional factors in order to create a harmonious learning atmosphere and stimulate students' internal positive factors, learning enthusiasm and creative consciousness.
Carefully design activity classes to fully embody the principles of teacher-student interaction and student-student interaction.
A successful activity class often requires teachers' careful thinking. In the course design, teachers should consider the participation and interaction between teachers and students as much as possible, and the interest and communication in the practice process fully reflect the autonomy and participation of students.
Students' activities should be rich and colorful, with content, time, theme, venue and special personnel. This paper attempts to create an English learning atmosphere, enrich students' language life, cultivate students' interest in language learning, enhance students' autonomy and purpose in learning, and realize the change of students' learning style by carrying out English recitation competition, word competition, poetry and drama exhibition competition, teaching material and drama exhibition competition, handwritten newspaper competition and speech competition.
English Teachers' Reflection on Teaching Mode 3
1, ideological aspect
Physical education class in senior three is an important project for the school to transport college students. According to the arrangement of the leader, as a substitute teacher, we can't relax at all. Most students have a poor foundation, but the requirements for English in the college entrance examination are not too high. Therefore, it is an important task to improve the English level of large-scale students. Students' level foundation is poor and self-control is not strong, so strict requirements and development of non-intellectual factors have become the focus of ideological work.
2. teaching.
At the beginning, a strict system of word and phrase clearance was established to let students know the importance of basic knowledge. At first, grouping was based on seats. With the revelation of students' level, teachers divide them into different levels according to their learning level, so that every student can improve. In the process of reciting, students are constantly asked questions to encourage them to praise and encourage them.
Ask students to prepare feedback books. After each exam, let the students enlarge their vocabulary and check the missing items. In addition to normal review, students are also allowed to use the old to promote the new through junior high school words and after-school reading anthology. And in terms of examination questions and exams, the carefully selected topics are moderately difficult, so that students can make progress, see their own progress, and then unswervingly follow the teacher's direction.
For a round of reviewing the usage of words and phrases, give full play to students' initiative, let students read first and learn by themselves, and then the teacher summarizes the feedback and carries out supporting training, which can not only save time, but also focus on students' learning, followed by the teacher's guidance; For the explanation of grammar, we should pay attention to the gradual cycle, and each unit should focus on grammar. Finally, summarize, analyze and do exercises, so that students can learn grammar knowledge unintentionally.
In terms of written expression, finally, recite the essay writing and essay, and then guide the students to do it, preferably once a week, so that students can guide how to examine the questions, layout and finally train the modules.
In short, we should give full play to the strength of the members preparing lessons, prepare lessons collectively, and seek the best lesson plan with Bo.
English Teachers' Reflection on Teaching Mode 4
Learning English not only adds a pair of ears, a pair of eyes, a tongue, but also adds a brain! Because language is a tool for human beings to think and know the world, mastering a language means mastering a method and habit of observing and knowing the world. I have been engaged in junior high school English teaching for many years, and combined with my daily work, I have the following teaching reflections:
From the perspective of educational psychology, one of the biggest factors affecting the learning effect in the learning process is the emotional control of learners. In recent decades, people have increasingly realized that in the process of English learning, learners' emotional factors, including motivation and attitude, play a considerable role in the effect and even success of English learning. How to introduce the theory of quality education into foreign language teaching is a major topic in foreign language teaching at present. Among the successful factors in English learning, besides intelligence, it is more important that those non-intelligence factors play a role.
In middle school English teaching, many middle school English teachers ignore the influence of culture on language, which leads to some unreal language situations and false languages. The cultivation of intercultural communication awareness is an important part of English teaching. Vocabulary is the main concentration of cultural information. The accurate understanding of English vocabulary and the understanding, creation and mastery of language environment require a deeper understanding of culture. The acquisition of foreign cultural knowledge is mainly through the research and study of its cultural history, through the study of its language and literary works, and through the understanding of its cultural habits and lifestyles. Reading the original English classics is a shortcut to achieve these three points.
For a long time, people think that middle school English teachers don't have high language knowledge potential, and that middle school English is very simple, and they don't need too good language skills, as long as they have good teaching skills. In fact, the times are progressing and society is developing. Similarly, English, as one of the most widely used communication terms, is also changing with the rapid development of high technology. If our English teacher stands still and doesn't make progress, not only will his knowledge of language soon become outdated, misleading children, but he will also be eliminated by the times.
The change of modern spoken English: With the acceleration of people's life rhythm, the communication between people becomes simpler and simpler because of the composition of the Internet. Speaking simply and quickly is a major feature of modern life. The change of modern English in this respect is "multi-use". With the rapid development of modern science and technology, modern English vocabulary has increased dramatically, and we find that a considerable part of modern English vocabulary is old words with new meanings. The distance between British English and American English is getting smaller and smaller. Spoken language is constantly invading written language. Anyone who has studied English knows that English can be divided into formal language, informal language, written language, spoken language, dialect and slang. However, the phenomenon of mutual penetration between them is becoming more and more common today.
Our English teacher didn't keep up with the times, didn't constantly learn and understand new things, and didn't understand the present situation and trend of modern English development. Then, once the students we teach leave school and go out into the society, we will find how bookish their English is. Teachers themselves may even make mistakes in common expressions that some primary school students relish.
English Teachers' Reflection on Teaching Mode 5
I still remember that lesson clearly.
The teaching content that day was Lesson 62, Book 3 of Junior Middle School English. Girls beat boys. This text describes a wonderful football match. This is something that students are very interested in, but I know nothing about football. Can you make this class lively and interesting? On the way to the classroom, I felt a little empty, because the teaching form I designed was no different from peacetime.
A little uneasy, the bell rang. The students on duty that day spoke very well, expressed fluently and spoke loudly. I turned my eyes to the podium with satisfaction, and was surprised to find that the whole class was listening attentively, so intently, as if listening to a famous professor's lecture. Suddenly, I had an inspiration: why not change this course to students? In this form of class, they will feel fresh, the content of the text is familiar and interesting, and the knowledge is not difficult ... That's settled! When the classmate on duty finished his report, I gave him a thumbs-up and praised him: "You really did a good job!" " "Then I said," Today we are going to read a story about an exciting football match. Are you interested in it? The students made a thunderous voice: "Yes! I went on to say, "But today we are going to learn this text in a new way." Today we will study this text in a new way. )
I told the students that they will have 15 minutes to learn the text by themselves-they can use reference books, literary works or consult teachers, they can work in groups of several people, and they can enjoy the materials. Finally, I will invite my classmates to the podium and give lectures like a teacher. When the students heard it, they all felt novel and excited. At the beginning of self-study, some are busy learning words with Wenquxing, some are reading the text aloud, some are consulting materials to take notes, and some are discussing. I noticed that even the laziest boy was borrowing information from his deskmate. I smiled knowingly. I think I've succeeded halfway, because all the students' enthusiasm has been mobilized.
Fifteen minutes later, I announced the beginning of the students' lecture. However, perhaps because of timidity or embarrassment, no one dared to raise their hands. After two minutes, a girl finally raised her hand, and I immediately mobilized everyone to give her warm applause. I saw her go to the podium with a red face and didn't speak for a long time. But then I was surprised. I am proficient in classroom language and explain clearly. Just like my usual lectures, even my teaching attitude has become more and more natural. I also write on the blackboard from time to time. For example, I know to let the following students answer questions! I made a special observation, and the attention of the students in the audience was highly focused on her story, and no one was distracted. With the first one, you don't have to worry about the second. Sure enough, after I strongly affirmed the first classmate, three or four students raised their hands and said the second paragraph. I invited one of the boys to the stage, and he spoke very seriously about the usage of seem. I talked about this knowledge point before, and I was worried that it would take too long, but after reading the students in the audience, I immediately denied my thoughts. The students listened carefully, and many were still taking notes. The third student also speaks very well. When the fourth student was called, more people raised their hands. I noticed that the eyes of X students in the last row were full of longing, but their hands were not raised because they were not confident. He usually likes playing football, but his English is not good enough ... After a moment's hesitation, I called his name. He was obviously surprised, but he went on stage excitedly. To the students' surprise, he speaks very well, especially the wonderful translation. His tone and wording are like that of a professional football commentator. When he walked off the stage, the applause was unprecedented. Those students with poor English scores applauded enthusiastically, as if they were greatly encouraged by this classmate's performance.
The bell rang in applause. Look at my lesson plan, there are still two tasks unfinished. But I was relieved to see that my classmates were still giving lectures. If this course is based on my previous design, it may be able to "successfully" complete the teaching task; But I can say for sure that students' initiative and enthusiasm will not be mobilized so widely. This unique teaching form has achieved excellent results. This can also be seen from the consolidation exercises that students do after class.
This special English class reminds me of a passage said by French educator Langer: "The ultimate goal of education is not to impart existing knowledge, but to induce people's creativity and awaken people's sense of life and value." In my opinion, it should be a topic that every teacher should explore to construct a learner-centered teaching model based on students' independent activities, maximize students' subjectivity and mobilize students' learning enthusiasm.